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Required Text:
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Steven Tozer, Paul
Violas, Guy Senese, (2002) School and
Society: Historical and Contemporary Perspectives 3rd ed., McGraw-Hill
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Readings as assigned
Course Description: Development of public and
private education in America in its social and philosophical context; types
of education, governmental activity in education, educational finance,
religious and political influences, impact of European developments. This
course is an appreciative study of the social, historical and political
context for schooling in a multicultural, democratic society.
Course Objectives:
1.
To extend awareness and appreciation of a
range of social and educational issues.
2.
To exercise the ability to analyze, and
articulate the context, content, and meaning of an educational issue.
3.
To exercise the ability to synthesize, and
articulate the way different issues relate to each other.
4.
To exercise and expand the ability to understand,
write and speak in response to the crucial social and historical context of
critical education issues.
5.
To exercise the ability to respond as a
citizen to real examples of critical issues as they present themselves in a
democratic society.
6.
To exercise academic and intellectual judgment
in response to issues of cultural difference, gender, racial and ethnic
diversity.
7.
To enhance your writing skills.
INTRODUCTION
Throughout this course, we will examine the intellectual influences on the
institutions of schooling in America. We will be asking questions about the
life work of the educator and the relationship between educational work and
institutions where teachers pursue their profession. We will be studying the
relationship between some of the most important traditions underlying this
vocation in light of some of the most recent phenomena affecting the work of
teachers and how its boundaries are defined. Always we will be testing our
assumptions against our reading and the experiences we all bring to bear on
this study. This course is centered on the study of intellectual traditions
grounded in a spirited critical debate over the political, economic and moral
center of educational practice. We will be exploring these issues from
several different perspectives, by comparing and contrasting current issues
and problems with their historical and social roots. We will concentrate on
differing and often competing explanations for the meaning of educational
phenomena and institutions. We will also be viewing film excerpts as
reflective examples, and cultural artifacts of the ideas we encounter.
As we move through the course, we will be asking such questions as: What
are the Historical and social contexts of change? Who decides when
educationally driven change is necessary? Is reform always useful, and if so,
for whos good is it? Central to all of our discussion will be the
issue of educational values in a democracy, the relationship between
educational functions and social roles, and issues related to the coherence
of educational purpose in a society challenged by the powerful issues
surrounding language, culture, class, gender, race and ethnicity.
Students will be asked to conduct thoughtful discussion of the material
assigned for the day's reading. The
course experience will be cooperative in nature, with students working in
small groups on discussion themes, toward resolution of issues and debates
raised in class and in the readings. These are not intended to exhaust the
potential themes in the course, only to suggest some possible directions for
exploration.
COURSE FORMAT
The course will include multiple instructional approaches
including: lecture, discussion, small group activities, presentation, debate,
and critical reflection activities.
COURSE REQUIREMENTS
1. Attendance, discussion
participation and class activities 25 pts - The course is
designed as focused discussion/lecture with primary emphasis on discussion
and debate. Your participation grade will depend on your preparedness and
activity in this effort. This will include short, small group
interview/discussion/recitation with the class. In addition there will be
periodic unannounced quizzes based on the course readings you may use a
student journal to complete your quizzes.
Familiarize yourself with the terms in the reading. Be able to discuss the
significance of key concepts for education/schooling in either historic or
contemporary context. Accordingly, select three for concise written
response in your journal.
b. Write a concise
reaction to two of the chapter ending questions in your journal. Familiarize
yourself enough with the others that you may be able to present a response,
or engage in discussion. THE FOLLOWING QUESTIONS WILL BE HEARD OFTEN. 1. ANY
QUESTIONS? YOU ARE URGED TO COME TO CLASS WITH ONE, BASED ON YOUR REFLECTION
ON THE ASSIGNED READING.2. WHAT HAVE YOU THOUGHT ABOUT? MEANING, BASED ON
THE ASSIGNED READING, WHAT STOOD OUT OR CAUSED YOU TO THINK?
2. Midterm Examination - multiple
choice, essay, and short answer - 20 points
3. Paper-15 pts. and Short group or
individual oral presentation 10 pts- (Total 25 pts).Develop a
descriptive and critical presentation on your class paper assignment, to be
prepared for class, 15-20 minutes is optimum. Turn in outline of
presentation.-Paper to include research from scholarly journals, and books
available in library or Interlibrary loan. Paper length from 12-15 pgs. APA
or U. of Chicago style.
4. Final Exam, multiple choice,
essay, and short answer- 30 pts
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TENTATIVE CALENDAR The professor reserves the right to
change the syllabus at any time during the semester. You will be informed
of any changes (e.g., films)
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January 13 & 15
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SYLLABUS & INTRODUCTIONS
In-class activity
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January 20 & 22
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Chapter One Tools of Inquiry
Beverly Daniel Tatum (2001). The
Complexity of Identity: "Who Am I?" in Adams, et.al., Readings for Diversity and Social Justice
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January 27 & 29
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Chapter Two Liberty & Literacy: Jeffersonian Era
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February 3 & 5
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Chapter Three Common School Public Education
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February 10 & 12
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Chapter Four Progressive Era Education
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February 17 & 19
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Chapter Five Diversity and Gender in Education
Jane Addams
Reading: "The Spririt of Youth in the
City" by Jane Addams
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February 24 & 26
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Film and Mid-Term Review on Monday
Midterm on Wednesday
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March 3 & 5
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Spring Recess No Class
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March 10 & 12
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Chapter Six - African American Education
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March 17 & 19
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Chapter Seven - American Indian Education
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March 24 & 26
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Film
Research Paper Due Thursday March 26, 2003
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March 31 &
April 2
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Chapter Nine Liberty & Literacy Today
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April 7 & 9
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Presentations Begin
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April 14 & 16
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Presentations Continue
Film
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April 21 & 23
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Easter Monday No Class
Educational Testing
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April 28 & 30
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Course Wrap Up
Wednesday Final Review
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May 5
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Final 10:45 1:15 p.m.
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Late Assignments: If you must turn in an assignment late, you are
expected to notify me in advance or to be able to provide some proof of your
trouble. If you do not satisfy these criteria, submit your assignment!
Assignments/papers that are late will be docked 10% of their value for each
day they are late.
Grading: Your course grade will be based upon a standard conversion
of the total points you have earned into a corresponding letter grade, as
follows:
A = 93% and above B+ = 87-89% C+ = 77-79%
D = 60-69%
A - = 90-92% B = 83-86 C
= 73-76 F = 59% and below
B - =
80-82 C - = 70-72
Cheating, Plagiarism: As a community committed to the Augustinian
ideals of truth, unity and love, Villanova University prides itself on
maintaining the highest standards of academic integrity and does not tolerate
any form of academic dishonesty or misconduct. Dishonesty (including
plagiarism) in any assignment, test or examination is punishable by the grade
of F and is to be reported, through the deans, to the Vice President for
Academic Affairs. A second offense will result in the dismissal of the
student from Villanova University.
Special Education Students
The Office of Learning Support Services, in conjunction with faculty,
provides reasonable accommodations for students with various
disabilities. Often students are
hesitant to request support since they have done so well through high school
and are now part of a competitive university.
However, disabilities are not something that you outgrow - it is
something that you learn to master.
In order to obtain accommodations, students must register with the
Learning Support Office by submitting current documentation. To ensure confidentiality, students must
complete a Request for Accommodation Form each semester at Villanova in order
to receive accommodations during that semester. Nothing can be shared with your professors
without your permission. Call or email
the office for an appointment. Phone: 610-519-5636 E-mail: nancy.mott@villanova.edu
Acknowledgements: Special Thanks to Dr. Guy Senese
and Dr. Gretchen McAllister at Northern Arizona University's Center for
Excellence in Education for their assistance in the preparation of this
course.
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